Effects of different text difficulty levels on EFL learners' foreign language anxiety and reading comprehension

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dc.contributor.authorBahmani, Roghayeh
dc.contributor.authorFarvadin, Mohammad Taghi
dc.date.accessioned2020-05-22T02:26:23Z
dc.date.available2020-05-22T02:26:23Z
dc.date.issued2017-10
dc.description.abstractThis study aimed to examine the effects of different text difficulty levels on foreign language reading anxiety (FLRA) and reading comprehension of English as a Foreign Language (EFL) learners. To this end, 50 elementary EFL learners were selected from two intact classes (n = 25 each). Each class was assigned to a text difficulty level (i.e., ‘i + 1’ and ‘i - 1’) in which the participants experienced extensive reading at different levels of difficulty for two semesters. A reading comprehension test and the Foreign Language Reading Anxiety Scale (FLRAS) were administered before and after the treatment. The results revealed that both text difficulty levels significantly improved the participants’ reading comprehension. The findings also showed that, at the end of the study, the ‘i + 1’ group’s FLRA increased, while that of the ‘i - 1’ group decreased.
dc.identifier.doi10125/66912
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66912
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectextensive reading
dc.subjectEFL learners
dc.subjectforeign language reading anxiety
dc.subjecttext difficulty level
dc.subjectreading comprehension
dc.titleEffects of different text difficulty levels on EFL learners' foreign language anxiety and reading comprehension
dc.typeArticle
dc.type.dcmiText
local.rfl.topicExtensive Reading
prism.endingpage202
prism.number2
prism.startingpage185
prism.volume29

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Volume 29, No. 2